Teachers, parents souring on Common Core across U.S.

[Anonymous]

Anonymous wrote:

We're in MCPS. None of my DCs' teachers have ever told us we can't help our kids with HW. I've helped both of them numerous times.

Same here.

[Anonymous]

It wastes the teacher's time and the student's time to gain a thorough understanding of math?

So, a wordy standard that requires multiple testing steps is worthwhile?

How does that help a child understand? Have you ever even taught school?

[Anonymous]

Anonymous wrote:

It wastes the teacher's time and the student's time to gain a thorough understanding of math?

So, a wordy standard that requires multiple testing steps is worthwhile?

How does that help a child understand? Have you ever even taught school?

Yes, I have taught school, and I have tutored math.

Are we still talking about this standard?

"Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten"

This standard is the difference between the magic formula of "add the right-most column; if the sum is between 0 and 9, then write down the sum in the right-most column below the line; if the sum is 10 or bigger, write the right-most number of the sum in the right-most column below the line and put the 1 at the top of the next column, then add the next column and write down the sum below the line; there's your answer" and actually understanding what you're doing when you're adding and subtracting (within 100).

If all you know is the magic formula, then you can add the numbers and get the right answer. But do you understand math? Nope.

(And before somebody jumps in -- the Common Core standards also call for fluency in the using the magic formula, except that if you understand math, it's not a magic formula, it's the standard algorithm.)

[Anonymous]

Anonymous wrote:

It wastes the teacher's time and the student's time to gain a thorough understanding of math?

So, a wordy standard that requires multiple testing steps is worthwhile?

How does that help a child understand? Have you ever even taught school?

I think you're confused. The child doesn't have to understand the standards, so does it really matter if the standards are wordy? In any case, an intelligent adult can translate that "wordy" standard into math problems for the 2nd grader. I'll translate it for you. For this standard, a 2nd grader should be able to grasp the following:

"Add within 100, including adding a two-digit number and a one-digit number"
Example: 98+2 = 100

" and adding a two-digit number and a multiple of 10"
95 + 5 = 100

", using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; "
Can't draw the model, but you could use 100-90 = 10. That's an example of "relationship between addition and subtraction".

"relate the strategy to a written method and explain the reasoning used."
Write: I know that 90 + 10 = 100 because 9 +1 = 10, and then you put all the number in the 10's place.

" Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten"
58 + 18

"one adds .. ones and ones".. 8 + 8...
"sometimes necessary to compose a 10" .. 8 + 8 using base 10 = 8 + 2 -> 10 + 6 = 16 is composed of 10 in the ten's place and 6 in the one's place

This is where now it should start to make more sense to a kid why you carry over the 1 in this equation, because the 1 in the 16 is really in the ten's place. This may seem obvious to older kids or adults, but without a firm grasp of number places, it doesn't make sense to a 2nd grader why you carry over the one.

Yea, it's wordy, but in layman's terms, it just means the kid should be able to add two digit numbers up to 100 and understand how to use number places to achieve it.

[Anonymous]

I think you're confused. The child doesn't have to understand the standards, so does it really matter if the standards are wordy? In any case, an intelligent adult can translate that "wordy" standard into math problems for the 2nd grader. I'll translate it for you. For this standard, a 2nd grader should be able to grasp the following:

"Add within 100, including adding a two-digit number and a one-digit number"
Example: 98+2 = 100

" and adding a two-digit number and a multiple of 10"
95 + 5 = 100

", using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; "
Can't draw the model, but you could use 100-90 = 10. That's an example of "relationship between addition and subtraction".

"relate the strategy to a written method and explain the reasoning used."
Write: I know that 90 + 10 = 100 because 9 +1 = 10, and then you put all the number in the 10's place.

" Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten"
58 + 18

"one adds .. ones and ones".. 8 + 8...
"sometimes necessary to compose a 10" .. 8 + 8 using base 10 = 8 + 2 -> 10 + 6 = 16 is composed of 10 in the ten's place and 6 in the one's place

This is where now it should start to make more sense to a kid why you carry over the 1 in this equation, because the 1 in the 16 is really in the ten's place. This may seem obvious to older kids or adults, but without a firm grasp of number places, it doesn't make sense to a 2nd grader why you carry over the one.

Yea, it's wordy, but in layman's terms, it just means the kid should be able to add two digit numbers up to 100 and understand how to use number places to achieve it.

Gee. I can't believe you really think people are so stupid. It took you half a page to write that. Imagine how this works in first grade.

[Anonymous]

Anonymous wrote:
Gee. I can't believe you really think people are so stupid. It took you half a page to write that. Imagine how this works in first grade.

How this works in first grade? Kids spend a lot of time playing games and doing activities to develop fluency in decomposing numbers, finding number bonds to 10, and adding and subtracting.

[Anonymous]

How this works in first grade? Kids spend a lot of time playing games and doing activities to develop fluency in decomposing numbers, finding number bonds to 10, and adding and subtracting.

Bless your heart, honey! You keep thinking that. Let's just pretend it all won't be reduced to multiple choice questions for the tests to check the standards.

[Anonymous]

Anonymous wrote:

I think you're confused. The child doesn't have to understand the standards, so does it really matter if the standards are wordy? In any case, an intelligent adult can translate that "wordy" standard into math problems for the 2nd grader. I'll translate it for you. For this standard, a 2nd grader should be able to grasp the following:

"Add within 100, including adding a two-digit number and a one-digit number"
Example: 98+2 = 100

" and adding a two-digit number and a multiple of 10"
95 + 5 = 100

", using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; "
Can't draw the model, but you could use 100-90 = 10. That's an example of "relationship between addition and subtraction".

"relate the strategy to a written method and explain the reasoning used."
Write: I know that 90 + 10 = 100 because 9 +1 = 10, and then you put all the number in the 10's place.

" Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten"
58 + 18

"one adds .. ones and ones".. 8 + 8...
"sometimes necessary to compose a 10" .. 8 + 8 using base 10 = 8 + 2 -> 10 + 6 = 16 is composed of 10 in the ten's place and 6 in the one's place

This is where now it should start to make more sense to a kid why you carry over the 1 in this equation, because the 1 in the 16 is really in the ten's place. This may seem obvious to older kids or adults, but without a firm grasp of number places, it doesn't make sense to a 2nd grader why you carry over the one.

Yea, it's wordy, but in layman's terms, it just means the kid should be able to add two digit numbers up to 100 and understand how to use number places to achieve it.

Gee. I can't believe you really think people are so stupid. It took you half a page to write that. Imagine how this works in first grade.

?

There are 180 days of first grade. I assure you that this is possible within those 180 days. In fact, I know it is for a fact, because my child did this in first grade.

[Anonymous]

Anonymous wrote:

How this works in first grade? Kids spend a lot of time playing games and doing activities to develop fluency in decomposing numbers, finding number bonds to 10, and adding and subtracting.

Bless your heart, honey! You keep thinking that. Let's just pretend it all won't be reduced to multiple choice questions for the tests to check the standards.

What was there in Maryland, before Maryland adopted the Common Core standards? There was the MSA test, with multiple choice questions, to check the Maryland standards.

So at worst, the situation is just the same as before.

But actually I think it's better, because I think the Common Core standards are better than Maryland's previous standards.

[Anonymous]

^^^Also there are no "tests to check the standards" in first grade.

[Anonymous]

Anonymous wrote:

I think you're confused. The child doesn't have to understand the standards, so does it really matter if the standards are wordy? In any case, an intelligent adult can translate that "wordy" standard into math problems for the 2nd grader. I'll translate it for you. For this standard, a 2nd grader should be able to grasp the following:

"Add within 100, including adding a two-digit number and a one-digit number"
Example: 98+2 = 100

" and adding a two-digit number and a multiple of 10"
95 + 5 = 100

", using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; "
Can't draw the model, but you could use 100-90 = 10. That's an example of "relationship between addition and subtraction".

"relate the strategy to a written method and explain the reasoning used."
Write: I know that 90 + 10 = 100 because 9 +1 = 10, and then you put all the number in the 10's place.

" Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten"
58 + 18

"one adds .. ones and ones".. 8 + 8...
"sometimes necessary to compose a 10" .. 8 + 8 using base 10 = 8 + 2 -> 10 + 6 = 16 is composed of 10 in the ten's place and 6 in the one's place

This is where now it should start to make more sense to a kid why you carry over the 1 in this equation, because the 1 in the 16 is really in the ten's place. This may seem obvious to older kids or adults, but without a firm grasp of number places, it doesn't make sense to a 2nd grader why you carry over the one.

Yea, it's wordy, but in layman's terms, it just means the kid should be able to add two digit numbers up to 100 and understand how to use number places to achieve it.

Gee. I can't believe you really think people are so stupid. It took you half a page to write that. Imagine how this works in first grade.

It took me half a page to write that to the stupid person who complained that this 2nd grade standard was too wordy. My DC is in first grade, so yes, I can see all the ways DC is learning how to add. DC is getting a solid understanding of number place.

People are stupid, especially in math. That's pretty clear.

http://www.nytimes.com/2014/08/04/your-money/americans-are-bad-at-math-but-its-not-too-late-to-fix.html?_r=0

http://www.nytimes.com/2014/07/27/magazine/why-do-americans-stink-at-math.html

quote from above article: "Adulthood does not alleviate our quantitative deficiency. A 2012 study comparing 16-to-65-year-olds in 20 countries found that Americans rank in the bottom five in numeracy."

[Anonymous]

Anonymous wrote:

How this works in first grade? Kids spend a lot of time playing games and doing activities to develop fluency in decomposing numbers, finding number bonds to 10, and adding and subtracting.

Bless your heart, honey! You keep thinking that. Let's just pretend it all won't be reduced to multiple choice questions for the tests to check the standards.

There's nothing wrong with multiple choice questions to measure mastery of the standards. Kids have been taking these tests for years; they are nothing new. My kids have multiple choice tests at the end of every unit or chapter.

[Anonymous]

And here's a link to an incredible array of activities and games aligned to Common Core Math standards in grades K-3

http://www.kentuckymathematics.org/ky_numeracy_project.php

(Although the site is based in Kentucky, because the standards are Common Core they will be applicable to any state using Common Core standards.)

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

What is TOS?

Terms of Service. Jeff has prohibited the posting of just links (and in this case, verbatim snippets from the linked article) to the forums.

If you wish to say something about Common Core, you can incorporate your links, but at least express a point of view.

For the record, I think the articles are histrionic. Common Core is grossly misunderstood and very necessary for our country. It doesn't seem unreasonable to me at all to have a set of standards of what every child should know after completion of each grade. That's all Common Core does. I find the hand-wringing over it to be absurd. A bunch of right-wing mumbo jumbo about how it's Obama's fault and stuff, when in fact it was a carefully researched, bipartisan grassroots initiative. Common core is common sense.

Well that seals it -- if everyone on Facebook hates it, it must suck.

I'm OP and my experience with Common Core is that my child now despises school. I hear this on Facebook from friends all across the country.

But good on you for being a rule follower! I see why Common Core has such appeal for you.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

What is TOS?

Terms of Service. Jeff has prohibited the posting of just links (and in this case, verbatim snippets from the linked article) to the forums.

If you wish to say something about Common Core, you can incorporate your links, but at least express a point of view.

For the record, I think the articles are histrionic. Common Core is grossly misunderstood and very necessary for our country. It doesn't seem unreasonable to me at all to have a set of standards of what every child should know after completion of each grade. That's all Common Core does. I find the hand-wringing over it to be absurd. A bunch of right-wing mumbo jumbo about how it's Obama's fault and stuff, when in fact it was a carefully researched, bipartisan grassroots initiative. Common core is common sense.

Well that seals it -- if everyone on Facebook hates it, it must suck.

I'm OP and my experience with Common Core is that my child now despises school. I hear this on Facebook from friends all across the country.

But good on you for being a rule follower! I see why Common Core has such appeal for you.

Your child probably would have despised school regardless of Common Core and I have no doubt your Facebook friends that you're hearing it from are all conservatives.